Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

This article aims (1) to analytically disaggregate agency into its several component elements (though these are interrelated empirically), (2) to demonstrate the ways in which these agentic dimensions interpenetrate with forms of structure, and (3) to point out the implications of such a conception of agency for empirical research. The authors conceptualize agency as a temporally embedded process of social engagement, informed by the past (in its “iterational” or habitual aspect) but also oriented toward the future (as a “projective” capacity to imagine alternative possibilities) and toward the present (as a “practical‐evaluative” capacity to contextualize past habits and future projects within the contingencies of the moment).

What is agency

Meanwhile, the authors' antidote to the American sicknessa quest for democratic community that draws on our diverse civic and religious traditionshas contributed to a vigorous scholarly and popular debate. Attention has been focused on forms of social organization, be it civil society, democratic communitarianism, or associative democracy, that can humanize the market and the administrative state. In their new Introduction the authors relate the argument of their book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.\

Habits of the Heart: Individualism and Commitment in American Life

At around 1 year of age, human infants display a number of new behaviors that seem to indicate a newly emerging understanding of other persons as intentional beings whose attention to outside objects may be shared, followed into, and directed in various ways. These behaviors have mostly been studied separately. In the current study, we investigated the most important of these behaviors together as they emerged in a single group of 24 infants between 9 and 15 months of age. At each of seven monthly visits, we measured joint attentional engagement, gaze and point following, imitation of two different kinds of actions on objects, imperative and declarative gestures, and comprehension and production of language. We also measured several nonsocial-cognitive skills as a point of comparison. We report two studies. The focus of the first study was the initial emergence of infants' social-cognitive skills and how these skills are related to one another developmentally. We found a reliable pattern of emergence: Infants progressed from sharing to following to directing others' attention and behavior. The nonsocial skills did not emerge predictably in this developmental sequence. Furthermore, correlational analyses showed that the ages of emergence of all pairs of the social-cognitive skills or their components were inter-related. The focus of the second study was the social interaction of infants and their mothers, especially with regard to their skills of joint attentional engagement (including mothers' use of language to follow into or direct infants' attention) and how these skills related to infants' early communicative competence. Our measures of communicative competence included not only language production, as in previous studies, but also language comprehension and gesture production. It was found that two measures--the amount of time infants spent in joint engagement with their mothers and the degree to which mothers used language that followed into their infant's focus of attention--predicted infants' earliest skills of gestural and linguistic communication. Results of the two studies are discussed in terms of their implications for theories of social-cognitive development, for theories of language development, and for theories of the process by means of which human children become fully participating members of the cultural activities and processes into which they are born.

Social Cognition, joint attention and communicative Competence from 9 to 15 months of age

Part I. The Sociological Study of Childhood 1. Social Theories of Childhood Sociology's Rediscovery of Childhood Traditional Theories: Socialization Children's Understanding of Conservation of Mass Interpretive Reproduction: Children Collectively Participate in Society Do Chips Have Blood on Them? From Individual Progression to Collective Reproductions 2. The Structure of Childhood and Children's Interpretive Reproductions Assumptions of the Structural Perspective The New American Grandparent Age and Gender in Hausa Society Childhood, Children's Activities, and Interpretive Reproduction in Peer Culture Three Kinds of Collective Action Preschool Children's Secondary Adjustments to Teacher's Rules 3. Studying Children and Childhood Macrolevel Methods Microlevel Methods Nontraditional Methods in Studying Children Ethical Issues in Researching Children's Lives Part II. Children, Childhood and Families in Historical and Cultural Context 4. Historical Views of Childhood and Children Philippe Aries's Centuries of Childhood The Debate Regarding Grand-Stage Theories of the Family and Childhood The New History of Childhood The Newsies 5. Social Change, Families and Children Examining Changes in Families From the Children's Perspective Children's Everyday Lives in Families Amy Sticks Up for Her Mom The Effects of Recent Socioeconomic Changes on Children and Childhood in Western Societies What Is a Family? Racial and Ethnic Diversity of the Population of Children and Youth The Lives of Immigrant Children The Effects of Recent Socioeconomic Changes on Children and Childhood in Developing Societies Part III. Children's Cultures 6. Children's Peer Cultures and Interpretive Reproduction Examining Peer Culture from Children's Perspective Central Importance of Peer Culture in Interpretive Reproduction Symbolic Aspects of Children's Cultures Material Aspects of Children's Cultures Children, Parents, and Consumer Culture 7. Sharing and Control in Initial Peer Cultures Central Themes in Children's Initial Peer Cultures Friendship, Sharing, and Social Participation The Little Chairs Routine Access Rituals in an American Preschool Italian Children's Production of the Cantilena in Discussione Autonomy and Control in Peer Culture Two Husbands Non C'E Zuppa Inglese The Walking Bucket La Strega 8. Conflict and Differentiation in the Initial Peer Culture Conflict and Peer Relations Bad Wolves Do Not Exist Social Differentiation in Initial Peer Cultures 9. Pre-Adolescent Peer Cultures Peer Cultures in Preadolescence Friendship Processes in Preadolescent Peer Cultures Autonomy and Identity in Preadolescent Peer Cultures Cradle of Love Disputes, Conflict, Friendships, and Gender Boys and Cooties Generation M: Electronic Media in the Lives of Preadolescents and Adolescents Effects and Process of Media Use in the Lives of Preadolescents and Adolescents Part IV. Children, Social Problems, and the Future of Childhood 10. Children, Social Problems, and the Family Changing Family Structures and Children's Lives Work, Families, and Childhood Divorce and Its Effects on Children Child Abuse in the Family 11. Children, Social Problems and Society Poverty and the Quality of Children's Lives The Abraham Lincoln of Child Workers Growing Up Fast: The Story of Nicholas Teen Pregnancy and Nonmarital Births Violence, Victimization, and the Loss of Childhood Bullying: Patterns and Trends 12. The Future of Childhood The Major Challenges Some More Modest Proposals to Enrich Children's Lives

https://www.jstor.org/stable/10.1525/si.1999.22.1.101

The sociology of childhood

Language Socialization across Cultures

Based on a year-long micro-ethnography of a nursery school, this book presents a unique approach to childhood socialization by focusing directly upon the social, interactive, and communicative processes that make up the world of young children. It contains micro-sociolinguistic analyses of videotaped peer interactive episodes which are the basis of explanations of children's development and use of social concepts such as status, role, norms, and friendship. Stable features of peer culture in the nursery school are identified, and the importance of interpreting children's behavior from their own perspective is demonstrated. The author also addresses the implications of the findings for early childhood education.

Friendship and peer culture in the early years

Despite its long history as an important concept in sociological theory, there have been few studies of children's peer culture. By peer culture, we mean a stable set of activities or routines, artifacts, values, and concerns that children produce and share in interaction with peers. Most research on peer culture has focused on adolescent peer values, interests, and identities (Coleman 1961, Cusick 1972, Simmons & Blyth 1987). Recently, however, detailed ethnographic studies have been made of interactive processes within the peer culture of preschool and elementary school children (Berentzen 1984, Corsaro 1985, Davies 1982, Fine 1987, Goodwin 1989, Mandell 1986, Rizzo 1989, Thorne 1986), as well as of preadolescents and adolescents (Eder 1985, Everhart 1983, Lesko 1988, Willis 1981, Wulff 1988). In this chapter we examine these and other studies: (a) to describe activities, routines, values, and concerns within the peer cultures of children from the preschool years through adolescence; (b) to identify specific themes and changes in children's peer cultures and how these are related to demands from the adult world; and (c) to develop the theoretical implications of the research for an interpretive theory of childhood socialization. Before turning to these issues, we will first consider the place of peer

Children's peer cultures

List of Figures and Tables Notes on Contributors Introduction: Why Social Studies of Childhood? J.Qvortrup, W.A.Corsaro & M-S.Honig PART I: CONCEPTS OF CHILDHOOD STUDIES Childhood as Structural Form J.Qvortrup Agency A.James Child Development and Development of Childhood M.Woodhead How is the Child Constituted in Childhood Studies? M-S.Honig Method and Methodology in Childhood Research A.Lange & J.Mierendorff PART II: HISTORICAL AND SOCIO-ECONOMIC CONTEXTS OF CHILDHOOD The Evolution of Childhood in Western Europe c. 1400-1750 H.Hendrick Transitions to Modernity J.Gillis Institutionalization as a Secular Trend H.Zeiher Pluralization of Family Forms A-M.Jensen PART III: GENERATIONAL RELATIONS Generational Order L.Alanen Generational Relations at Family Level B.Mayall Children, Generational Relations and Intergenerational Justice T.Olk Collective Identities H.Hengst PART IV: CHILDREN'S EVERYDAY LIVES/THE LOCAL FRAMEWORK Children's Bodies L.Fingerson Policies in Early Childhood Education and Care: Potentialities for Agency, Play and Learning G.Dahlberg Localities: A Holistic Frame of Reference for Appraising Social Justice in Children's Lives J.McKendrick Children as Problems, Problems of Children K.Rosier Childhood: Leisure, Culture, and Peers I.Frones PART V: CHILDREN'S PRACTICE - CHILDREN AS PARTICIPANTS From Child Labour to Working Children's Movement O.Nieuwenhuys Peer Cultures W.A.Corsaro Play and Games A-C.Evaldsson Leisure Time and Cultural Activities I.Frones Children as Consumers D.Cook Children and Television D.Buckingham Children and Digital Media: Online, On Site, On the Go K.Drotner PART VI: CHILDREN'S RIGHTS AND PLACE IN THE WORLD Children's Rights as Human Rights: Reading the UNCRC M.Freeman Interests in and Responsibility for Children and their Life Worlds D.Buhler-Niederberger & H.Sunker Transnational Mobilities and Childhoods A.Bailey Closing the Gap between Rights and the Realities of Children's Lives N.H.Kaufman & I.Rizzini Author Index Subject Index

William A. Corsaro

Papers

The sociology of childhood

Language Socialization across Cultures

Friendship and peer culture in the early years

Children's peer cultures

The Palgrave Handbook of Childhood Studies